Impact of technology use on the construction of identity in language learners: a 2020–2024 systematic literature review

Abstract

Language acquisition is not just about linguistic proficiency, but also about negotiating one’s identity within the linguistic community. In this context, technology seems to influence how language learners construct their identities. To deepen this idea, a systematic literature review is developed, analysing 31 studies published between 2020 and 2024. Findings show the dynamic interplay between language learning, identity construction, and digital tools, particularly in the context of plurilingualism, and how technology impacts language learners’ identity. Analysed studies also reveal how language learners often use digital platforms to experiment with hybrid identities, blending their native/home languages, target languages, and cultural affiliations. Moreover, they also show that technology allows learners to draw on their entire linguistic repertoire. Ultimately, this review aims to contribute to a deeper understanding of the relationship between language, identity, and technology, offering implications for designing inclusive language learning environments that can be used in today’s complex world.

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Papers that cite the same references — the relational fallback while embeddings are still backfilling.